Wrestling Whiteness: Three Stages of Shifting Multicultural Perspectives among White Pre-service Teachers     

Valerie Hill-Jackson 《Multicultural Perspectives》2013,15(2):29-35

Pedagogical progress in the field of multicultural education moves at a snail's pace due to pre-service teachers' level of acceptance of multiculturalism and its tenets. Teacher candidates and seasoned teachers are simply unconscious and apathetic about matters of diversity. Pre-service teachers, primarily White and middle class, are mandated to take multicultural courses and grapple with recognizing their own cultural beings and the cultural realities of others. While student populations grow more diverse, the pre-service teacher population is becoming more homogenous. A major obstacle in teacher preparation programs arising from this mismatch of teacher and student cultures is the ability to facilitate a critical consciousness. This includes the ability to analyze the world and employ equity pedagogy in pre-service teachers who are resistant to diversity issues.

Pre- and post-course surveys, in open-ended and anonymous narrative form, were administered to White pre-service teachers (= 94), and this article is divided into two sections based on the results. First, I outline the three shifting perspectives that were identified during a semester-long course with White and middle class pre-service students, and then connect these perspectives to existing research on racial identity ego, theorizing whiteness, and curriculum integration. This new theoretical model addresses equity pedagogy and is framed within whiteness and consciousness studies and may serve as a reflective tool for educators to self-evaluate their pedagogical proclivities. Second, the implications of this informal action research project for White pre-service educators and research in theorizing whiteness are developed.  相似文献   

Using Photographs to Assess Equity Climate: A Taxonomy     

James H. Banning  Valerie Middleton  Terry L. Deniston 《Multicultural Perspectives》2013,15(1):41-46

Our challenge as teachers and as human beings is to begin the process of "changing our voices," facing who we are and what that means in a society based on power and oppression. We must learn to listen to others, so we can speak together with voices both united and unique. The journey described is personal, yet it is also generalizable. Changing one's voice may be the only real way in which a teacher can be a model of diversity and multiculturalism. If as a teacher I do nothing to change my own voice, I have accomplished little in terms of effective teaching. My attitudes, behaviors, words should reflect and embody humanity, not just those who "look" like me or are thought of as more capable learners. I must challenge my students' thinking in terms of diversity and multicultural issues and push them to think of the "other."  相似文献   

The Islamic Manuscript Tradition: Ten Centuries of Book Arts in Indiana University Collections     

Valerie Behiery 《Al-Masaq: Islam & the Medieval Mediterranean》2012,24(2):210-212

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Eileen Marjorie Read,BA Dip Lib, 1921–2008     

Valerie Ferguson 《Health information and libraries journal》2009,26(2):166-168

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Headteachers in a New Context: integrated schools in Northern Ireland     

Valerie Morgan  Seamus Dunn  Grace Fraser  Ed Cairns 《Cambridge Journal of Education》1992,22(2):215-226

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The Awful Truth: a microhistory of teacher stress at Westwood High     

Valerie Munt 《British Journal of Sociology of Education》2005,26(1)

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The professionalization of health librarianship in the UK between 1909 and 1978     

Ferguson V 《Health information and libraries journal》2005,22(Z1):8-19

Many strands exist within health information work and during the last century librarians in this field identified themselves through special groups or associations. This paper focuses on the key role of the Library Association Medical Section in the professional development of medical librarians in the United Kingdom up to 1978 when it merged with the Library Association Hospital Libraries and Handicapped Readers Group to create the Medical, Health and Welfare Group. Uniting to form a stronger organization, under the ultimate designation of the Health Libraries Group, was part of an evolutionary process. The invention and promotion of co-operative schemes, networking and educational opportunities for members, the publication of specialized material and the fostering of international relationships during the first three-quarters of the century are illuminated by personal reminiscences from some of the major participants in the field.  相似文献   

The transnationally partnered university. Insights from research and sustainable development collaborations in Africa     

Valerie Clifford 《高等教育研究与发展》2016,35(5):1089-1091

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An assessment of nine engraved sites in the Hong Kong Special Administrative Region     

Andrew Thorn  Valerie Magar 《文物保护研究》2014,59(5):S153-S156

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Prospective Elementary Teachers’ Analysis of Children’s Science Talk in an Undergraduate Physics Course     

Danielle B. Harlow  Lauren H. Swanson  Valerie K. Otero 《Journal of Science Teacher Education》2014,25(1):97-117

We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students’ science ideas and restate these ideas in scientific terms. Based on this research, we inferred that analyzing children’s ideas through videos provides a meaningful context for applying conceptual physics knowledge in physics courses. Activities that are embedded within a disciplinary curriculum, such as those studied here, may help prospective teachers learn to use disciplinary knowledge in exactly the type of activity in which their content knowledge will be most useful: listening to and interpreting children’s science ideas.  相似文献